alain corriveau gavin fletcher carmela savoia children’s aid society of ottawa june 2, 2008...

ALAIN CORRIVEAUGAVIN FLETCHERCARMELA SAVOIA

CHILDREN’S AID SOCIETY OF OTTAWAJUNE 2, 2008

Evidence Based Training Model for Investigative Interviews with

Children: research results

Project Background Context

Joint project between the Ottawa CAS and the Child Memory and Learning Lab at Wilfrid Laurier University, 2006

Headed by Dr. Kim RobertsDr. Heather Price, University of ReginaResearch Project:

To test effectiveness of the training program model To learn more about children’s capacities as eyewitness

in alleged abuse cases

Dr. Kim Roberts, primary [email protected]

Associate Professor at Wilfrid Laurier University, 2001

Worked 5 years at National Institute of Health in Bethesda, Maryland with Dr. Michael Lamb

Recipient of Premier’s Research Excellence Award and Grace Anderson Fellowship

Currently examining several facets of how children encode and remember things that happen to them

Working with several Canadian police forces on establishing effective interviewing techniques

Dr. Heather [email protected]

Assistant Professor at University of ReginaRecent postdoctoral fellow at Wilfrid Laurier

University and University of North Carolina at Chapel Hill

PhD from Simon Fraser University’s Forensic Psychology Program

Currently studying children’s memory for stressful events and other aspects of how children remember and talk about past experiences

Aims of the Training Research Project:

General Aims of the project: To test the effectiveness of the training program for

CAS interviews:

To learn about children’s capacities as eyewitnesses in alleged abuse cases

To provide a Train the Trainer component to the training initiative for the Ottawa CAS

Research Questions:

Does the training result in an improvement in the amount and quality of information that children report?

When does the improvement occur? (i.e., how much training is needed before an improvement is realized)

Are the proposed improvements seen for children of all ages?

Are the proposed improvements seen for both boys and girls?

Are the proposed improvements seen for both allegations of isolated incidents and allegations of multiple incidents of abuse?

Interviewer Training Project Summary:

Phase 1: Pre-Training preparations 15 participants were selected to participate in this

training program (13 from CAS, 2 from Ottawa Police Service)

The participants recorded interviews prior to beginning the formal training

The recorded interviews were submitted for transcription and coding by the WLU lab

The interviews were coded for (a) interviewer utterances and (b) child details

Interviewer Training Project Summary

Phase 2: Introductory Training Two days of introduction to child development principles,

with a focus on constructs of memory and a structured interview protocol

Following the initial two days, interviewers submitted taped interviews for transcription and coding

Detailed feedback, both written and through a telephone session was provided to each participant for every interview submitted

Feedback to participants focused on interview structure and strategies for improving interviewer prompts

This phase lasted 3 months

Interviewer Training Project Summary

Phase 3: Training Refresher Two months after initial training, participants

received an additional two days of training Training comprised a review of initial training

session information and in-class practice with interview scenarios

Participants continued to regularly submit interviews for feedback on a weekly to bi-weekly basis

This phase lasted 5 months

Research Results

•THE % OF INTERVIEWER OPEN-ENDED UTTERANCES IMPROVED FROM 22% TO 38% IN POST-TRAINING INTERVIEWS.

•THESE DIFFERENCES ARE STATISTICALLY SIGNIFICANT.

•THE % OF INTERVIEWER CLOSED-ENDED UTTERANCES DECREASED FROM 74% TO 60% IN POST-TRAINING INTERVIEWS.

Summary Results of Training Project

•FOR EACH TYPE OF PROMPT (EXT. OP), THE DETAILS REPORTED BY CHILDREN TO ANY GIVEN PROMPT INCREASED FROM PRE-TRAINING TO POST-TRAINING

• THE EFFECTIVENESS OF EACH PROMPT INCREASED WITH TRAINING

• IN SOME CASES (CI, DN, DS, F), THE EFFECTIVENESS OF THESE PROMPTS RESULTED IN AS MUCH AS TWO TIMES THE INFORMATION THAT WAS REPORTED PRIOR TO TRAINING


FOLLOWING TRAINING:

INTERVIEWERS SUCCESSFULLY INCORPORATED THE STRUCTURED COMPONENTS OF THE INTERVIEW,

DECREASED THE NUMBER OF PROMPTS USED OVERALL,

USED BETTER PROMPTS MORE OFTEN AND LESS EFFECTIVE PROMPTS LESS OFTEN, AND

ELICITED MORE DETAILS IN RESPONSE TO ALMOST ALL PROMPTS.



IMPLEMENTING THE PRINCIPLES LEARNED DID NOT RESULT IN LONGER INTERVIEWS.

POST TRAINING INTERVIEWS LASTED ABOUT 22.92 MIN., WHILE PRE TRAINING INTERVIEWS LASTED ABOUT 26.75 MIN.

Pre-training results for protocol components

Pre-training results for protocol components

Post-training results for protocol components

Post-training results for protocol components

Practice Interview: .04

Truth/Lies: .54

Ok to say “I don’t know”: .39

Correct if wrong: .04

Practice Interview: .51

Truth/Lies: .81

Ok to say “I don’t know”: .67

Correct if wrong: .64


Pre-training proportion of utterances


Post-training proportion of utterances


Invitation: .02Invitation Occ.: .00Cued Invitation: .02Directed Nar.: .13Paraphrase: .05

Total open: .22

Invitation: .05Invitation Occ.: .01Cued Invitation: .08Directed Nar.: .19Paraphrase: .05

Total open: .38






Directed specific: .17Option-posing: .03Yes/No: .51Suggestive: .03

Total closed: .74

Directed specific: .15Option-posing: .01Yes/No:

.42Suggestive: .02

Total closed: .60


Pre-training average for details elicited by prompt type

Pre-training average for details elicited by prompt type

Post-training average for details elicited by prompt type

Post-training average for details elicited by prompt type

Invitation: 6.74 Invitation Occ.: 0.07 Cued Invitation: 6.54 Directed Narr.: 7.95 Paraphrase: 3.35 Directed Specific: 3.89 Option Posing: 3.04 Yes/No: 4.33 Suggestive: 2.86 Facilitator: 6.26

Invitation: 10.66 Invitation Occ.: 2.97 Cued Invitation: 16.04 Directed Narr.: 14.53 Paraphrase: 4.84 Directed Specific: 6.38 Option Posing: 2.20 Yes/No: 6.11 Suggestive: 3.69 Facilitator: 12.10


Sample of Training Content

The development of memory formation is complex

Understanding how some aspects of memory are developed is important to interviewing because: It helps to assess where the child is at It helps to understand how children process

information Provides a context for interviewing more

effectively

Sample Learning:Cognitive Memory Development

Sample Learning: False Beliefs

Refers to the fact that children become more able to discern that not all situations are equal Crayon box example

What are the implications for practice:The older the child is, the more likely they are to

be misled by an interviewer who presents as knowledgeable about the event

Counter this by making a clear statement of naivete: “I wasn’t there and so I don’t know what happened. I need you to tell me…”

Sample Learning: Symbolic Thinking

Refers to the child’s capacity to strategize and understand that some concepts can be the same despite appearing different 2 glasses containing same amount of water Reasons why a child might be crying

What are the implications for practice:We cannot form assumptions about what the

child may or may not have experienced, remembered or be impacted by

Important to let the child lead the discussion

Sample Learning: Repeated Events

The more frequent the experience, the less detailed will be the disclosure.

The child will have difficulty isolating a particular event.

However, some variations in the repeated event can be well-remembered, such as:

Interruptions Things that disrupt the incident/event One-time occurrences within a series of repeated

events

Sample Learning: Gist versus Verbatim

Gist versus verbatim:

Gist refers to a verbal description of the general content of the event

Verbatim refers to an account of the exact details of an event – e.g., time, colors, objects, etc.

Sample Learning: Reconstruction Exercise

George was alone. He knew they would soon be here. They were not far behind him when he left the village, hungry and cold. He dared not for food or shelter for fear of falling into the hands of his pursuers. There were many of them; they were strong and he was weak. George could hear the noise as the uniformed band beat its way through the trees not far behind him. The sense of their presence was everywhere. His spine tingled with fear. Eagerly he awaited the darkness. In darkness, he would find safety.

Open-ended PromptsOpen-ended Prompts Focused/Closed PromptsFocused/Closed Prompts

InvitationsCued InvitationsInvitation-OccurrenceFacilitatorsParaphrase

DirectedYes/NoOption-PosingSuggestive

Paraphrase

Sample Learning: Type of Prompts


Invitations

The most open-ended of all prompts.

They invite the child to talk about the event but contain no cues from the interviewer and no direction as to what topics are important: Tell me what happened. What else happened? And then what happened? What else do you want to tell me? Tell me more. What else?


Cued Invitations

These questions are also open-ended in format, but contain some detail the child has already disclosed at any point in the interview: C. He touched me. I. Tell me about the part when

he touched you. I. Tell me about the touching. I. Earlier you said he touched

me. Tell me about the touching.


Invitation-Occurrence

These prompts direct a child’s attention to one particular instance of an event with an open-ended invitation, once the child has introduced the event. Tell me everything you can

remember about the first time it happened.

I really want to hear about the last time it happened. Tell me all about it.


Facilitator

Facilitator prompts are not questions. They are tools that are used to facilitate or bolster children’s reports. Facilitator prompts show interest and encourage a child to continue. Okay It’s okay You’re doing fine Uh huh I see hmmm


Paraphrase

Paraphrasing occurs at any point in the interview that the interviewer explicitly paraphrases or repeats information the child has mentioned during any part of the interview. When paraphrasing, be sure to use the child’s own words.

C. It happened in the morning. I. In the morning. Okay.

Sample Learning: Interview Protocol

Interview Phases: Preparation Environment Ground Rules Competency Rapport Building Practice Interview Substantive Phase (getting to the critical information) Closure

Sample Learning: Interview ProtocolGround Rules

Establishing Ground Rules helps the child situate the context of the interview and understand what is expected of them during the interview

Ground rules help establish competency:

I meet with lots of children so that they can tell me the truth about things that have happened to them. So before we begin, I want to make sure that you understand what it means to tell the truth. If I said that my shoes are red, is that true or not true?

I see that you know what telling the truth means. It’s very important that you only tell me the truth today. You should only tell me things that really happened to you.

Sample Learning: Interview ProtocolGround Rules

Giving permission not to answer or to correct the interviewer:“And if you don’t understand, or you don’t know the answer, just say “I don’t know” or “I don’t understand”. So if I ask you what was in this (drawer/behind that window/in the next room/in my pocket/in my purse) what would you say?”{Wait for an answer}“Right. You don’t know, do you?”{Pause}“And if I say things that are wrong, you should correct me. Okay?” {Wait for an answer}“So if I said that you were a boy (when interviewing a girl) what would you say?”{Wait for an answer}“That’s right. Now you know that you should correct me if I

make a mistake or say something that is wrong.”

Sample Learning: Interview ProtocolRapport Building

“Now I want to get to know you a little better. Tell me about yourself.” {pause – give time for response}

“Tell me more about what the child just mentioned.”“Okay. Tell me what you like to do at home.” {pause}“Tell me more {about what the child has mentioned}.”“ You’ve told me about yourself. Now I want to hear about

your family. Tell me all about your family.”…the house where you live…school…what you like to do at school…your teacher…your friends


When you are building rapport and disclosure starts to happen, what do you do?

Topics may overlap with substantive topics – e.g., home or school – so… CHOOSE OTHER TOPICS

Favorite television program Favorite computer game Favorite sport or other activities It is always better to hold off on a discussion on

substantive information


How does this example build rapport?

I. Now I want to get to know you a little better. Tell me about yourself.

C. I’ve got a sticker.I. Where did you get your sticker?C. SchoolI. Who gave it to you?C. My teacher.I. What’s your teacher’s name.


It does not practice the child in recall memoryIt gives the impression the child just has to answer

your questionsIt feels like a test (very poor practice for rapport

building)It won’t get any narrative response and will impact

the chances of getting narrative responses later in the interview, so… You will not get the information you need

Sample Learning: Interview ProtocolPractice Interview

Practice Interviews (an interview within the interview) are important:

To transfer control to the child

To give the child practice in providing narrative responses

To give the interviewer practice in asking questions at the child’s level before getting into the reason for the investigation

Sample Learning: Interview ProtocolPractice Interview

Ask the child about a recent event not related to the purpose of your meeting

Exhaust the child’s recall memory by using open-ended prompts and ask about a second event if necessary

Sample Learning: Interview Protocol

Practice Interview: Suggestions

A little while ago, you had your last day of school. Tell me all about your last day of school.

Tell me what happened from the time you got up till the time you went to bed.

And then what happened?

Tell me what happened at (specific time) from the very beginning to the very end.

Sample Learning: Substantive Phase

Why is it important to have a substantive phase? This is where you will get the critical information You want to get good quality information about the

child’s experiences at two levels: Quantity: getting enough information Quality: getting accurate information

What do I do at this stage of the interview? This is where you introduce the topic (transition

into why you are there) Get an account of events using open-ended

prompts

Sample Learning: Substantive Phase

Now that I know you a little better, I want to talk about why you are here today (I am here today).

Now that we’ve chatted a bit, I want to talk about why I’m here today.

I understand that something may have happened to you. Tell me everything from the very beginning to the very end, as best you can remember.

Tell me why your mom brought you here today.I’ve heard that you talked to a doctor. Tell me what you

talked about.

Sample Learning: Getting to the specific allegation

Transitioning:

Now that I know you a little better, I want to talk about why you are here today (I am here today).

Now that we’ve chatted a bit, I want to talk about why I’m here today.

I understand that something may have happened to you. Tell me everything from the very beginning to the very end, as best you can remember.

I’ve heard that you talked to a doctor. Tell me what you talked about.

Sample Learning: Getting to the specific allegation

Specific questions are not meant to be used in every interview

The questions get more and more directed ONLY if the child has not talked and you are well into the interview

I see that you have marks on your arm. Tell me everything about the marks on your arm.

Dr. Smith told me that you were crying. Tell me more about that.

It is important that I know why you were crying. Tell me what made you cry.

Tips for effective interviewing

transfer control – let the child do the talkingask several “tell me more” type questions before cueingprovide several cues, and then back to a new topictolerate silencealways return to open-ended questionsdon’t interrupt to get a particular detail, let the child keep

going until recall is exhaustedcarefully encourage – link praise to behavior not the

content of the child’s answers (e.g., you’re doing a good job sitting still)

Sample Learning:

“Can You”

Can you tell me a little bit about home? Yes/no question What if you get a “no” response?

Mostly a habit on the part of the interviewer With practice, it will become more

natural to say “tell me” than “can you tell me”

Can preface with a motivational statement or a rationale

I’m really interested in hearing about mealtimes. Tell me more about mealtimes

What else can you tell me about mealtimes?

FIRST SESSION OF IN-HOUSE DELIVERY OCCURRED ON MAY 8 – 9, 2008

SESSION INCLUDED 9 TRAINEES

CURRENTLY, IN PROCESS FOR INTERVIEW FEEDBACK

Delivery of Training May/08

Evidence Based Training Model for Investigative

Interviews with Children

QUESTIONS?

CONTACTS:

ALAIN CORRIVEAU:[email protected]

GAVIN FLETCHER: [email protected]

CARMELA SAVOIA: [email protected]

Evidence Based Training Model for Investigative

Interviews with Children

alain corriveau gavin fletcher carmela savoia children’s aid society of ottawa june 2, 2008...

Documents

training research project

initial training

training initiative

training model

training result

training program modelto

training refreshertwo

cas interviews